求學學術中文之教材設計研究 — 以俄羅斯學習者為例

Abstract

隨著俄羅斯和中國合作關係的發展，近年來有越來越多俄羅斯學習者前往臺灣或中國大陸就讀學位課程。與此同時，在俄羅斯，學術中文，尤其是學術寫作尚未受到足夠的重視。目前存在的學術華語教材不僅極為有限，而且主要聚焦於學習者進校後所需要的指導。尚未被學校錄取的學習者，例如在申請時需要撰寫自傳、研究計畫等文件的學生，則往往被忽略。因此，本文旨在探討求學學術中文教材的編寫模式，以滿足計劃用中文申請大學或研究所的俄羅斯學習者的需求。為了達成此目標，本文採用內容分析法，對特殊目的外語教學、教材編寫、學術華語特色、寫作教學理論，以及俄籍學習者在中文寫作之困難等方面的文獻進行了研究。同時，研究者分析了臺灣和中國大陸學校對於外籍申請者的相關規定。透過問卷調查法，本文對俄羅斯學習者在以中文申請大學或研究所時所遇到的困難進行了檢查與探討。此外，我們採用深度訪談法從審查外籍申請者資料的老師的角度進行了學習者該注意事項的進一步調查。根據以上的研究結果，研究者編寫了求學學術中文教材大綱，並設計了兩課的範例。該教材特色之一是針對不同水平學習者的兼顧，每一課皆包括「中級」和「高級」的教學內容。教材大綱主題的安排基於申請者須撰寫的各種文件，每課內容除了課文、生詞、語法點等，還包括每種申請文件結構與特色介紹，以及補充知識和提示。最後，研究者邀請具有教俄羅斯學習者經驗的在職華語老師進行教材評估。儘管教材有可改進之處，但是華語教師表示，該教材實際應用價值很高，符合學習者的需求，能夠協助俄羅斯學習者更有效地申請學位學程。

With the development of cooperation between Russia and China in recent years, there has been an increasing number of Russian learners going to Taiwan or mainland China to pursue degree programs. Meanwhile, in Russia, academic Chinese, especially academic writing, has not received sufficient attention. The existing academic Chinese teaching materials are not only extremely limited but also mainly focus on the guidance needed by learners after entering the university. The needs of the learners who have not been admitted to schools yet, such as those who need to write autobiographies, research plans, and other documents during the application process, are often neglected. Therefore, this paper aims to explore the development of Chinese academic writing teaching materials to meet the needs of Russian learners who plan to apply to universities using Chinese.To achieve this goal, this study analysed the literature related to foreign language teaching for specific purposes, teaching materials writing theory, the characteristics of academic Chinese, teaching writing, and difficulties encountered by Russian learners in Chinese writing. The study also analysed the relevant regulations of universities in Taiwan and mainland China for foreign applicants. Using a questionnaire survey method, this paper investigated and discussed the difficulties encountered by Russian learners when applying to universities or research institutes using Chinese. In addition, in-depth interviews were used to investigate the admission process from the perspective of teachers reviewing foreign students’ applications.Based on the above research results, the syllabus and two lesson examples of academic Chinese teaching materials were designed. One of the features of this textbook is the consideration of learners with different proficiency levels. Each lesson includes"intermediate" and "advanced" teaching content. The arrangement of the teaching materials is based on the various documents that applicants need to write, with each lesson including texts, vocabulary, grammar points, as well as introductions to the structures and features of each type of application document, along with supplementary knowledge and tips. Finally, there were Mandarin teachers with experience in teaching Russian learners invited to conduct the evaluation of the teaching materials. Although there is room for improvement, Mandarin teachers believe that the teaching materials designed in this study have high practical value, meet the needs of learners, and can assist Russian learners in applying for degree programs more effectively.